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B-ED in Pedagogy Of Computer Science at S.A.V.A. Ghosh College of Education
Dharmapuri, Tamil Nadu
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About the Specialization
What is Pedagogy of Computer Science at S.A.V.A. Ghosh College of Education Dharmapuri?
This Pedagogy of Computer Science program at S.A.V.A. Ghosh College of Education focuses on equipping future educators with specialized knowledge and teaching methodologies for Computer Science. It addresses the growing demand for qualified CS teachers in Indian schools, ensuring graduates are prepared to impart computational thinking and digital literacy effectively. The program differentiates itself by blending core educational theories with practical applications relevant to the rapidly evolving tech landscape in India.
Who Should Apply?
This program is ideal for Bachelor of Computer Applications (BCA), B.Sc. in Computer Science, or B.Tech graduates in IT/CSE who aspire to become effective Computer Science teachers. It also suits working professionals in the IT sector looking to transition into education, and career changers seeking to contribute to digital literacy in schools. Prerequisite backgrounds in computer science ensure students possess the foundational subject matter expertise.
Why Choose This Course?
Graduates of this program can expect to secure positions as Computer Science teachers in both government and private schools across India. Entry-level salaries typically range from INR 3 LPA to 6 LPA, with experienced teachers earning upwards of INR 8 LPA depending on the institution and location. Career paths include curriculum development, educational content creation, and roles in EdTech companies, aligning with growing demand for digital education professionals.
Student Success Practices
Foundation Stage
Master Core B.Ed Principles and Computer Science Fundamentals- (Semester 1-2)
Dedicate time in Semesters 1 and 2 to thoroughly understand foundational educational theories (learning, teaching, assessment) and simultaneously revisit core Computer Science concepts required for school-level teaching. Focus on clarifying doubts with mentors and actively participate in general classroom discussions to build a strong base for pedagogical application.
Tools & Resources
NCERT textbooks (for school CS curriculum), Online educational psychology resources, Peer study groups, Teacher mentors
Career Connection
A robust understanding of both education and CS ensures you''''re a well-rounded candidate, capable of explaining complex topics simply, a key skill for securing teaching positions.
Develop Early Teaching Acumen through Observation and Engagement- (Semester 1-2)
Actively observe teaching methods of senior faculty and school teachers during initial visits or internship preparations. Pay attention to classroom management, lesson delivery, and student engagement techniques. Volunteer for micro-teaching sessions or presentations to gain confidence and receive early feedback on your communication and instructional skills.
Tools & Resources
Observation checklists, Micro-teaching rubrics, Video recording and self-reflection, Mentorship from experienced teachers
Career Connection
Early practice and feedback refine your teaching style, making you more effective and confident, which directly translates to stronger interview and demo class performance for placements.
Build Digital Literacy and Practical ICT Skills- (Semester 1-2)
Beyond theoretical knowledge, actively engage with various educational technologies and e-learning platforms. Practice using presentation software, online collaborative tools, and basic coding environments. This not only enhances your personal digital literacy but also prepares you to integrate ICT effectively into your future CS lessons.
Tools & Resources
Google Workspace/Microsoft 365, Learning Management Systems (e.g., Moodle, Google Classroom), Scratch, Python IDLE, Online tutorials
Career Connection
Proficiency in ICT is crucial for modern teaching. Demonstrating practical digital skills makes you highly employable in schools adopting technology-driven education.
Intermediate Stage
Master Computer Science Pedagogy through Lesson Planning and Micro-Teaching- (Semester 3)
In Semester 3, intensely focus on developing detailed lesson plans specifically for Computer Science topics. Practice micro-teaching various CS concepts, experimenting with different instructional strategies to explain algorithms, data structures, or programming logic effectively to diverse learners. Seek constructive feedback from peers and supervisors to refine your pedagogical approach.
Tools & Resources
Curriculum frameworks (e.g., CBSE, ICSE for CS), Pedagogical analysis templates, Micro-teaching observation forms, Peer feedback sessions
Career Connection
Strong lesson planning and micro-teaching skills are essential for demonstrating your teaching capabilities during school interviews and securing internship placements.
Engage in Practical Application and Lab Development for CS Education- (Semester 3)
Actively participate in practical sessions related to CS pedagogy. Develop innovative lab activities, programming exercises, and problem-solving scenarios suitable for school students. Understand how to manage a computer lab effectively and troubleshoot common issues, making learning interactive and hands-on. Also, explore developing simple e-content.
Tools & Resources
Online coding platforms (e.g., Code.org, Scratch), Virtual lab environments, Open-source software for education, Content creation tools (e.g., Canva, simple video editors)
Career Connection
Demonstrating the ability to create engaging, practical CS lessons and manage a lab environment is highly valued by schools, leading to better placement opportunities.
Develop Critical Understanding of ICT and Digital Citizenship- (Semester 3)
Beyond just using ICT, cultivate a critical perspective on its role in education, focusing on ethical use, cyber safety, and digital citizenship. Research and analyze different ICT policies relevant to Indian schools. This deeper understanding will enable you to guide students responsibly in the digital world.
Tools & Resources
Cyber security guidelines (e.g., CERT-In, government advisories), Digital citizenship frameworks, Case studies on technology in education, Online forums for educators
Career Connection
Awareness of digital ethics and safety is a crucial skill for modern educators, enhancing your professional credibility and making you a more responsible and valuable teacher.
Advanced Stage
Excel in School Internship and Reflective Teaching- (Semester 4)
During the extensive Semester 4 internship, fully immerse yourself in the school environment. Take initiative in planning and delivering CS lessons independently, managing classrooms, and participating in school activities. Critically reflect on your teaching experiences, seeking feedback from supervising teachers and maintaining a detailed reflective journal to continuously improve.
Tools & Resources
Detailed lesson plans, Reflective journal/portfolio, Feedback forms from supervisors and peers, School-specific curriculum documents
Career Connection
A strong performance in your school internship, coupled with evident reflective practice, builds an impressive teaching portfolio and provides direct experience valued by potential employers.
Undertake Action Research in Computer Science Education- (Semester 4)
Identify a specific pedagogical challenge or area for improvement in teaching Computer Science at the school level. Design and implement a small-scale action research project during your internship. Analyze the results to draw conclusions and suggest practical solutions, showcasing your problem-solving and analytical skills in an educational context.
Tools & Resources
Research methodology guides, Data collection tools (surveys, observation), Statistical software (basic), Academic papers on CS education
Career Connection
Engaging in action research distinguishes you as a proactive and innovative educator, highly attractive to schools seeking teachers who can contribute to improving teaching practices.
Prepare for Placements and Professional Development- (Semester 4)
Actively prepare for job interviews and demo classes by refining your resume, practicing mock interviews, and tailoring your teaching demonstrations to specific school requirements. Network with senior teachers and attend workshops on emerging educational technologies or curriculum changes. Focus on articulating your teaching philosophy and showcasing your passion for Computer Science education.
Tools & Resources
Resume and cover letter templates, Mock interview simulations, Professional networking platforms (e.g., LinkedIn), Online courses on advanced CS topics for teachers
Career Connection
Proactive and well-prepared placement strategies significantly increase your chances of securing desirable teaching positions in reputable schools immediately after graduation.
Program Structure and Curriculum
Eligibility:
- Candidates must hold a Bachelor''''s Degree (B.Sc. Computer Science, B.C.A., B.E./B.Tech. in CSE/IT) or Master''''s Degree (M.C.A.) with a minimum of 50% marks (45% for reserved categories) from a recognized university.
Duration: 4 semesters / 2 years
Credits: 70 Credits
Assessment: Internal: 25%, External: 75%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BCC101 | Childhood and Growing Up | Core Theory | 4 | Growth and Development, Theories of Child Development, Stages of Development, Socialization and Context, Individual Differences, Adolescence |
| BCC102 | Contemporary India and Education | Core Theory | 4 | Education in Independent India, Constitutional Provisions, Social Diversity and Education, Major Education Policies, Human Rights Education, Inclusive Education |
| BCC103 | Learning and Teaching | Core Theory | 4 | Theories of Learning, Motivation and Memory, Intelligence and Creativity, Teaching Models and Strategies, Classroom Management, Evaluation in Teaching |
| BCC104 | Language across the Curriculum | Core Theory | 2 | Nature of Language, Multilingualism in Education, Reading and Writing Skills, Language for Academic Purposes, Developing Language Competencies, Role of Teacher in Language Development |
| BCC105 | Understanding Disciplines and Subjects | Core Theory | 2 | Nature of Knowledge, Academic Disciplines, Interdisciplinarity, School Subjects and Curriculum, Critique of School Knowledge, Teacher as a Facilitator |
| BCC106 | Gender, School and Society | Core Theory | 2 | Concepts of Gender and Sex, Gender Roles and Stereotypes, Gender Inequality in Society, Schooling and Gender Identity, Role of Teachers in Gender Equity, Curriculum and Gender |
| BPC101 | Enhancing Professional Capacities (EPC1) - Reading and Reflecting on Texts | Practical | 1 | Reading Strategies, Critical Analysis of Texts, Reflective Writing, Academic Discourse, Textual Comprehension, Annotation and Summarization |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BCC201 | Knowledge and Curriculum | Core Theory | 4 | Nature and Forms of Knowledge, Curriculum: Meaning and Approaches, Curriculum Design Models, Curriculum Transaction, Curriculum Evaluation, Teacher as Curriculum Worker |
| BCC202 | Assessment for Learning | Core Theory | 4 | Concept of Assessment, Types of Assessment, Tools and Techniques of Assessment, Providing Effective Feedback, Continuous and Comprehensive Evaluation (CCE), Reporting Assessment Results |
| BCC203 | Creating an Inclusive School | Core Theory | 4 | Concept of Inclusive Education, Children with Special Needs (CWSN), Barriers to Inclusion, Strategies for Inclusive Classroom, Role of Teachers in Inclusion, Support Systems for Inclusion |
| BCC204 | Environmental Education | Core Theory | 2 | Concepts of Environment and Ecology, Environmental Pollution, Climate Change and Global Warming, Sustainable Development Goals (SDGs), Environmental Ethics, Role of Education for Environment |
| BCC205 | ICT and e-Learning | Core Theory | 2 | Introduction to ICT in Education, Hardware and Software, Network Concepts and Internet, Digital Educational Resources, e-Learning Platforms, Ethical Use of Computers |
| BOS-CS1 | Pedagogy of School Subject - I (Computer Science) | Optional Theory | 4 | Nature of Computer Science, Aims and Objectives of Teaching CS, Computer Science Curriculum, Pedagogical Analysis of CS Topics, Methods of Teaching CS, Teaching Aids for CS Education |
| BPC201 | Enhancing Professional Capacities (EPC2) - Drama and Art in Education | Practical | 1 | Role of Art and Drama, Creative Expression Techniques, Aesthetic Development, Art Integration in Curriculum, Developing Sensitivity to Art, Cultural Exploration |
| BPC202 | Practical on Optional Subject I (Computer Science) | Practical | 2 | Lesson Planning for CS, Micro-Teaching Practice, Peer Teaching and Observation, Designing CS Teaching Aids, Practical Implementation of CS Concepts, Developing Lab Activities |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BCC301 | School Internship (Part I) | Practical / Internship | 6 | School Observation, Classroom Management, Lesson Plan Development, Initial Teaching Practice, Mentorship and Feedback, Reflective Journal Writing |
| BOS-CS2 | Pedagogy of School Subject - II (Computer Science) | Optional Theory | 4 | Computer Science Laboratory Management, Evaluation in Computer Science, Diagnostic and Remedial Teaching, ICT in CS Education, Professional Development for CS Teachers, Emerging Trends in Computer Science Education |
| BPC301 | Practical on Optional Subject II (Computer Science) | Practical | 2 | Action Research in CS Education, Developing e-Content for CS, Online Teaching Tools for CS, Designing CS Projects, Portfolio Creation, Case Study Analysis in CS Pedagogy |
| BPC302 | Enhancing Professional Capacities (EPC3) - Critical Understanding of ICT | Practical | 1 | ICT Policies in Education, Digital Citizenship, Cyber Safety and Security, Ethical Use of ICT, Social Media in Learning, Critical Evaluation of Educational Software |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BCC401 | School Internship (Part II) | Practical / Internship | 14 | Extended Teaching Practice, Classroom Research Projects, School Administration Observation, Community Engagement, Teacher-Parent Interaction, Development of Teaching Portfolio |
| BPC401 | Enhancing Professional Capacities (EPC4) - Understanding the Self | Practical | 1 | Self-Awareness and Identity, Emotional Intelligence, Stress Management Techniques, Interpersonal Skills, Professional Ethics for Teachers, Teacher as a Reflective Practitioner |
